Precalculus Teachers' Perspectives on Using Graphing Calculators: An Example from One Curriculum

Autor/inn/en	Karadeniz, Ilyas; Thompson, Denisse R.
Titel	Precalculus Teachers' Perspectives on Using Graphing Calculators: An Example from One Curriculum
Quelle	In: International Journal of Mathematical Education in Science and Technology, 49 (2018) 1, S.1-14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2017.1334968
Schlagwörter	Mathematics Instruction; Graphing Calculators; Teacher Attitudes; Mathematics Teachers; Grade 11; Case Studies; Calculus; Technology Uses in Education; Educational Technology; Technological Literacy; Secondary School Mathematics; Questionnaires; Semi Structured Interviews; Textbooks; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Grafischer Taschenrechner; Lehrerverhalten; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; School year 11; 11. Schuljahr; Schuljahr 11; Case study; Fallstudie; Case Study; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Technisches Wissen; Fragebogen; Textbook; Text book; Schulbuch; Lehrbuch
Abstract	Graphing calculators are hand-held technological tools currently used in mathematics classrooms. Teachers' perspectives on using graphing calculators are important in terms of exploring what teachers think about using such technology in advanced mathematics courses, particularly precalculus courses. A descriptive intrinsic case study was conducted to analyse the perspectives of 11 teachers using graphing calculators with potential Computer Algebra System (CAS) capability while teaching "Functions, Statistics, and Trigonometry," a precalculus course for 11th-grade students developed by the University of Chicago School Mathematics Project. Data were collected from multiple sources as part of a curriculum evaluation study conducted during the 2007-2008 school year. Although all teachers were using the same curriculum that integrated CAS into the instructional materials, teachers had mixed views about the technology. Graphing calculator features were used much more than CAS features, with many teachers concerned about the use of CAS because of pressures from external assessments. In addition, several teachers found it overwhelming to learn a new technology at the same time they were learning a new curriculum. The results have implications for curriculum developers and others working with teachers to update curriculum and the use of advanced technologies simultaneously. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01